Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Aguilar, Gabriel Jiménez
 |
| Orientador(a): |
Freire, Maximina Maria |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
|
| Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/19693
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Resumo: |
In this research I describe and interpret the phenomena The self-hetero-eco-formation of teachers of Spanish and Being a complex teacher of Spanish in a private university in the East side of Sao Paulo, based on the consideration that teaching internship is an important stage of the pre-service training of teachers of Spanish. Stemming from the experience of three undergraduate teaching interns, I propound complex teaching strategies that suggest a new understanding of teaching internship in teacher education programs. This work is theoretically grounded in Morin’s oeuvre on Complexity as well as on the unfolding of Complexity according to Freire, M. (2009, 2013), Almeida (2004, 2008 & 2012), Petraglia (2008, 2014), and Almeida & Carvalho (2013), and on the tenets of Self-hetero-eco-formation (Freire, M. 2009 & Freire e Leffa, 2013). These phenomena occurred as a result of the action carried out by undergraduate students who designed a Spanish course to students attending a Technical School in Sao Paulo in 2003, during their teaching internship, which was conducted in three stages: in the first, they studied and reflected upon a language teacher’s action in the classroom from a Complexity perspective; in the second, they designed and implemented a Spanish course, and in the third, which happened concomitantly with the second, they reflected upon the texts they produced as they wrote down their observations in the classroom. The research methodology was underpinned by the Complex HermeneuticalPhenomenological Approach (Freire, M. 2010, 2012, 2016), based on which the texts in the third stage of the teaching internship, which were produced in the first and second semesters of 2013, were interpreted. The text interpretation revealed themes, such as challenge, exploration, reform, connections, among others, that highlight the importance of a new approach to pre-service teacher training in teaching internship courses of Language Teacher Education Programs that challenges the paradigms of traditional foreign language teacher training and that may prompt some reflection on the different processes of teacher training that are many times distant from the social and human reality of students |
